Science teachers and mentors continue to be challenged to meet the high expectations of "A Framework for K-12 Science Education" and the "Next Generation Science Standards." Indeed the Framework urges teachers to help learners "[build] progressively more sophisticated explanations of natural phenomena..." while the…

The global scale of climate change may seem beyond many high school students' comprehension. To complicate matters, climate change has emerged as a political issue that pits candidates, neighbors, and sometimes teachers and students against each other (Kahan 2015). The "Next Generation Science Standards" (NGSS Lead States 2013) call on…

The authors have worked to meet the demands of the 21st century by using the Urban EcoLab, an urban ecology curriculum based on the National Science Education Standards. This curriculum emphasizes the local and community-based nature of science and is freely available for teachers to view, download, and use. As part of the curriculum the authors…

Describes changes to a traditional study of population in yeast colonies. Changes to the procedures include: (1) only one culture per student team; (2) cultures are inoculated only once; and (3) the same tube is sampled daily. (DDR)

Presents details of how a local stream is studied as part of a ninth-grade science curriculum, the goal of which is to learn about the school's ecosystem. Provides examples of specific group projects related to the stream. (DDR)

Describes student work in collecting data about the Fresh Kills landfill in Staten Island and how their research contributed to the decision to close the landfill. Includes discussion of research into other trash alternatives for the area. (DDR)

Details a project in which students assess the health of two seemingly different streams by conducting chemical and biological tests. Focuses on student and teacher use of a watershed educational project in Tennessee. (DDR)

Describes a module in which students seek to gain an understanding of factors that interact in the ecological system of their school. Presents sample questions for use in reinforcing concepts and evaluating student learning, directions for four task activities, and topics for some of the remaining task activities. (RT)

Describes environmental education programs in the Lagos area. Reports survey results related to teachers' environmental action skills. Suggests some recommendations for environmental protection in the Lagos area and all states in Nigeria. (YP)